Medical Student Response to “Doctoring With a Double Disability”

A powerful essay published in Annals of Internal Medicine in 2021 (1) prompted us to reflect on our own experiences of doctoring with disability. One of us (O.S.) is a rising fourth-year medical student from the Pacific Northwest who lives with several autoimmune conditions and neurocognitive learning disabilities. When I compare myself to my peers, I recognize that I am in the minority of individuals pursuing a career as a doctor while managing multiple disabilities. Navigating medical school with these conditions has presented unique challenges, from requiring specific accommodations to facing stigma and misunderstanding from others who may not fully grasp the impact of my disabilities. The other of us (A.F.D.), a cancer survivor in remission, has faced similar challenges. Throughout my medical training, I was often afraid to bring up my complex medical history, fearing that disclosing the condition or potential need for accommodations might lead to stigma or be perceived as an inconvenience to the school. Although the school has always been supportive, I could never completely shake off that fear. This hesitation reflects a broader culture in medicine where there is often an unspoken expectation to conform to able-bodied norms and not show vulnerability.

Our call to action is clear: Medical schools and the broader medical community must take concrete steps to support students and professionals with disabilities (2, 3). This includes revising technical standards, providing clear instructions for requesting accommodations, and incorporating disability training into medical curricula. Additionally, we advocate for the establishment of baseline standardized accommodations that can be implemented universally across all medical academic institutions, educational leadership, medical licensure boards, and accreditation institutions for graduate medical education. For example, standardized accommodations could include extended test-taking time, flexible clinical rotations, and the availability of assistive technologies. Then, if an individual needs additional accommodations beyond the standard, they can apply for the necessary amendments to these accommodations.

By implementing these and other standardized accommodations, we can create a more supportive and equitable environment for all medical students and medical professionals. This approach not only benefits those with disabilities but also enriches the medical field by fostering diversity and empathy among health care providers. Ultimately, a more inclusive and diverse medical community leads to better patient care and outcomes, as physicians who have navigated these challenges themselves can offer unique perspectives and a deeper understanding of their patients' experiences.

By advocating for these changes and sharing our experiences, we hope to inspire others to join us in creating a more inclusive and supportive medical community for all.

This post will be continued in March.

References

1. Stern C. Doctoring with a double disability. Ann Intern Med. 2021;174:1630-1631. [PMID: 34633832] doi:10.7326/M21-2570 
2. Marzolf BA, McKee MM, Okanlami OO, et al. Call to action: eliminate barriers faced by medical students with disabilities. Ann Fam Med. 2022;20:376-378. [PMID: 35879081] doi:10.1370/afm.2824
3. Meeks LM, Case B, Plegue M, et al. National prevalence of disability and clinical accommodations in medical education. J Med Educ Curric Dev. 2020;7:2382120520965249. [PMID: 33178890] doi:10.1177/2382120520965249

Andres F. Diaz, BS

Andres F. Diaz (he/him) is an MD/PhD student at the University of Arizona College of Medicine – Tucson. He is passionate about the optimization of adoptive cell therapies and immunotherapies for low-resource settings, especially in the context of addressing global pediatric cancer care disparities. Beyond his academic endeavors, Andres is involved in STEMM graduate student mentorship and wellness through his work at the National Academies of Sciences, Engineering, and Medicine (NASEM) as well as his leadership in the American Medical Student Association (AMSA). In his free time, Andres enjoys playing soccer, cooking, and reading science fiction.

Oak Sonfist, BA

Oak Sonfist (they/them) specializes in medical school education reform, focusing on disability rights advocacy, transgender health care, rural health, trauma-informed care, and clinician mental health and well-being. Oak, a rising 4th year osteopathic medical student, recently completed an Education and Advocacy Fellowship with the American Medical Student Association. Oak continues advocacy efforts to foster growth and deeper understanding within the medical community. Oak enjoys painting and hiking with their dog Prudence.